Content Area Reading Middle...

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Middle School Edition: CONTENT AREA READING

Purpose: The students will learn, practice, and internalize strategies that are essential life-long learning skills for reading, writing, understanding, and interpreting content specific materials. The strategies will be applied in the content areas of English, mathematics, science, and social studies. Skills will include previewing and reviewing print and non-print text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting.

Strategies for Explicit Instruction 1. Previewing the Text

2. Chunking the Text

3. Directed Reading and Thinking Activity (DR-TA)

• Read Aloud

• Think Aloud

4. SQ3R (Survey, Question, Read, Recite, Review)

• Retelling

5. QAR (Question/Answer Relationship)

• Supporting Graphic

6. Graphic/Visual Organizers

• K-W-L Plus

• Venn Diagram

• 2 Column/ T-notes/Cornell notes

• Discussion Web

• Cause and Effect Chart

• Sequential Order

7. Writing to Learn

• Academic Journaling

š Response Journals

š Double-Entry Journals

š Learning Logs

• Point of View Study Guides

• Gist Statements

• Express Writing

• Exit Slips

• RAFT

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8. Vocabulary Development

• Concept Map I

• Concept Map II

• Frayer Model I

• Frayer Model II

• Knowledge Rating

• Word Bench

• Vocabulary Squares

• Word Sorts

• Word Walls

• Vocabulary Activities

• Word Builder Jeopardy

• Word Wraps

• Magic Square

• Vocabulary Quilt

Supporting Strategies for Teacher Use 1. Anticipation Guide

2. Reciprocal Teaching

3. Guided Reading Procedure

4. Guided Reading

5. Interactive Reading Guides

6. Jigsaw

7. Visual-to-Print

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concepts about print

phonemic awareness

phonics

sight words

automaticity

backgroundknowledge

vocabulary

syntax ……...

text structure

comprehensionmonitoring

(re) organizing

text

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READING TERMS TO KNOW

1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing.

2. Automaticity is the fluent processing of information that requires little effort or attention, as sight word recognition.

3. Balanced reading is a reading program that includes phonemic awareness, phonics, fluency, vocabulary, comprehension, and motivation.

4. Clustering, a form of brainstorming, is the grouping of information to help students organize their thinking.

5. Comprehension is the construction of the meaning of a written or spoken communication through a reciprocal holistic interchange of ideas between the interpreter and the message in a particular communicative context. Comprehension monitoring in the act of reading, is the noting of student successes and failures in developing or attaining meaning, usually with reference to an emerging conception of the meaning of the text as a whole, and adjusting one’s reading processes accordingly.

6. Concepts of print are understandings about how print works – that printed words represent spoken words and have boundaries. These words are printed on paper and bound with a cover to form a book. Books have title pages, are read from left to right and top to bottom, and possess other features to assist the reader; these are some common concepts of print.

7. Context clues provide information from the immediate textual setting that helps identify a word or word group, as by words, phrases, sentences, illustrations, syntax, and typography

8. Critical listening is listening for a specific purpose (e.g., evaluation, information, entertainment).

9. Critical reading is reading “text in such a way as to question assumptions, explore perspectives, and critique underlying social and political values or stances.” (IRA and NCTE, 1996, p.71)

10. Decoding is the process of converting a coded message (words) into thought (comprehension).

11. Expository writing is one of the four traditional forms of composition in speech and writing, intended to set forth or explain. Good expository writing clearly defines the concept, is well organized, and provides logical support. It may include limited amounts of argumentation, description, and narration to achieve this purpose.

12. Fluency is the ability to read with speed, accuracy, proper expression (including prosody - pitch, tone and phrasing) and comprehension.

13. Metacognition is the awareness and knowledge of one’s mental processes used to monitor, regulate, and direct them to a desired end; self-mediation; thoughts about thinking (cognition); for example, thinking about how to understand a reading selection.

14. Miscue analysis is a formal examination of the use of miscues as the basis for determining the strengths and weaknesses in the prior knowledge and language skills of students as they read. Miscues are the deviation from text during oral reading or a shift in comprehension of a passage. A significant miscue is one that disrupts the interpretation of the text such as substituting “cat” for “car”. An insignificant miscue is one that does not disrupt the interpretation of the text such as substituting “auto” for “car”.

15. Non-print text means visual media other than printed material (e.g., photographs, movies, symbols).

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16. Paired reading is the combining of two readers as partners who may read and/or think aloud (DRTA) to each other for the purpose of practicing, sharing, developing fluency, communicating information, or modeling an oral reading technique.

17. Phoneme is the smallest unit of sound; for example, the word “cat” has three phonemes.

18. Phonemic awareness is an understanding that speech consists of a series of small sound parts.

19. Phonics is the association of speech sounds with printed symbols. It is a systematic and explicit way to teach reading and spelling that stresses the symbol-sound relationship used especially in beginning reading instruction.

20. Prior knowledge is the background information that a reader brings to the text.

21. Print text is the written words used to communicate a specific meaning usually taking the form of prose or poetry.

22. Reading is a complex developmental challenge that we know to be intertwined with many other developmental accomplishments: attention, memory, language, and motivation, for example. Reading is not only a cognitive psycholinguistic activity but also a social activity.

Being a good reader in English means that a child has gained a functional knowledge of the principles of the English alphabetic writing system. Young children gain functional knowledge of the parts, products, and uses of the writing system from their ability to attend to and analyze the external sound structure of spoken words. Understanding the basic alphabetic principle requires awareness that spoken language can be analyzed into strings of separable words, and words, in turn, into sequences of syllables and phonemes within syllables.

Beyond knowledge about how the English writing system works, though, there is a point in a child’s growth when we expect “real reading” to start. Children are expected, without help, to read some unfamiliar texts, relying on the print and drawing meaning from it. (Preventing Reading Difficulties in Young Children, p.15)

23. Reading process is a process in which we construct meaning from print. Any of the sub-processes, such as word identification or comprehension, that are involved in the act of reading.

24. Reflection (1) The process or result of seriously thinking over one’s experiences, especially those valued. (2)An approach to problem solving that emphasizes the careful consideration of the nature of the problem, the thorough planning of procedures to solve the problem, and the monitoring of the processes used in reaching a solution. (3)In Rosenblatt’s (1978) transactional theory of reading, a late or final phase of the reading process in which the significance of the reader’s evocation of the text is reviewed and evaluated. (4)A sign. (5)Introspection.

25. Scaffolding is the support and guidance provided by an adult that helps a student function on a higher level. Students develop new cognitive abilities when a teacher leads them through task-oriented interactions.

The student is seen as constructing an edifice that represents her cognitive abilities. The construction starts from the ground up, on the foundation of what is already known and can be done. The new is built on top of the known.

The teacher has to provide this scaffold to support the construction, which is proceeding from the ground into the atmosphere of the previously known. The scaffold is the environment the teacher creates, the instructional support, and the processes and language that are lent to the student in the context of approaching a task and developing the abilities to meet it.

Scaffolding must begin from what is near to the student’s experience and build from what is further from his experience. Michael Smith calls this moving from “near to home” to “far from home”; you have to start from home when you journey somewhere new. Likewise, at the beginning of a new

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task, the scaffolding should be concrete, external, and visible. This is why math skills are learned from manipulatives, and fractions from pies and graphs. Eventually, these concrete and external models can be internalized and used for abstract thought. One of the problems of reading is that the processes are internal, hidden, and abstract. Such strategies as a DRTA make the hidden processes external, visible, and available to students so that they can be scaffolded to use and master new reading strategies.

According to Berk and Winsler (1995), scaffolding is an interaction style that fosters cognitive growth and success in performing specific tasks. It is characterized by joint problem solving of an interesting, meaningful, collaboratively approached problem. Another quality of scaffolding is “intersubjectivity”, which they defined as the process whereby two participants who begin a task with different understandings arrive at a shared understanding. In other words, a student adjusts her perspective, strategy use, and understanding to gain a more mature approach to the problem, one that is exhibited by the teacher. They stress that scaffolding also includes concern, warmth, and responsiveness. Praise and feedback are important elements, as are talking through phases of the task. Scaffolding also keeps the student in Vygotsky’s Zone of Proximal Development or ZPD, and promotes “self-regulation.” The student, therefore, takes as much responsibility as possible, and eventually takes on the language and strategies to regulate independent behavior in such a way to complete the task on her own.

The ultimate goal, of course, is to bring the previously unmastered processes of completing a task into the students’ Zone of Actual Development or ZAD so that they can do the task without help. Reaching this point requires lots of practice and is a significant learning accomplishment.

26. Schema is a unit of organized knowledge. It includes how a person thinks and acts when planning, executing and evaluating performance of a task and its outcomes. Schemata is an organizing system of the mind that contains information about the surrounding environment; the plural of schema.

27. Shared reading is all reading that is not individual; this can include paired reading, read-alouds, literacy circles, small groups, and choral reading.

28. Sight words are words taught as a whole because they are phonically irregular or are important to learn before students have the skills to decode them.

29. Syntax is the study of how sentences are formed and of the grammatical rules that govern their formation. Also, the pattern or structure of word order in sentences, clauses, and phrases.

30. Text Structures are the various patterns of ideas that are embedded in the organization of text. Common patterns of text structure are expository, cause-effect, comparison-contrast, problem-solution, description, and sequence.

31. Visual message refers to a message conveyed by non-print texts (e.g., cartoons, posters, pictures).

32. Vocabulary is the collection of all the words in a language and their associated meanings.

33. Word analogies are exercises requiring students to draw inferences and expose subtle word associations.

34. Word families are groups of words having similar roots or stems: --ight, --at.

35. Word play consists of addressing words through games, rhymes, tongue twisters or any method employed to increase students’ awareness of the meaning and value of individual words.

36. Word walls consist of words posted on classroom walls as a means of immersing students in language. Students add new words as they come in contact with them. Word walls can be used to teach vocabulary, pronunciation, word families, categorization, and spelling.

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BB--DD--AA LLEESSSSOONN FFOORRMMAATT Traditional Format

Before Reading

Assign Reading

During Reading

Read Assignment

Discussion to see if students learned main

concepts, what they

"should have" learned.

After Reading

Active Engagement Format

Activate & build prior knowledge

Make predictions Raise questions

Set purpose

Guide AACCTTIIVVEE silent reading

Clarify,

reinforce, and extend knowledge

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READING STRATEGIES

Learner Strategies

Use Prior Knowledge Before, During and After Reading Predict/Adjust/Confirm Skim/Preview Raise Questions Visualize Self-Monitor Meaning Distinguish Important Ideas from Less Important Ideas Recognize and Use Text Organization Summarize Interpret Synthesize Reflect Evaluate Apply

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INSTRUCTIONAL TEACHER STRATEGIES

K-W-L Previewing Strategies DR-TA Guided Reading Reciprocal Teaching Graphic Organizers QARs Writing to Learn

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PREVIEWING THE TEXT

Description: Previewing the text provides an opportunity for readers to skim through the text before actually reading. This strategy provides students with a mental outline of the text they will be reading. Previewing will help students improve their comprehension and should be used automatically whenever students are faced with a new text.

Step-by-Step 1. Read the title. Think about the topic of the text.

2. Read the introductory statements or questions. Think about how they are limiting the topic.

3. Skim the headings. Think about these main ideas and how they relate to the topic.

4. Look for statements or words in boldface type. Think about how these relate to the major ideas.

5. Study pictures, maps, graphs, and charts. Think about how these help explain the topic and the main ideas.

6. Read the review questions. Think about how these relate to the material that has been previewed.

Extensions

• Use the Think-Aloud strategy in conjunction with this strategy.

• Previewing the Text is the same as the first step in SQ3R (Survey).

• Working in small groups, students can talk together as they work with this strategy.

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CHUNKING THE TEXT

Description: Chunking the Text provides students with the ability to break the text into shorter, more manageable units. This strategy enables students to read with more independence while reinforcing text organization skills and increasing text opportunities since students are reading shorter pieces and reflecting upon the content. Chunking the text begins with teacher modeling and instruction in determining appropriate “chunking” indicators (i.e., examples, transition words, and paragraphing) and leads to students’ independently chunking the text.

Step-by-Step 1. Choose an appropriate text to model the chunking (dividing) strategy.

2. Depending on the text (e.g., genre, length, structure, and type) determine how a text should be chunked.

• Paragraphs

• Stanza

• Scene

• Section

• Chapter

• Page

• Line

• Sentence Segments

• Problems (in math & science)

3. Instruct students using the following sequence:

• Model the chunking strategy using a simple text.

• Model the chunking strategy using a class reading assignment.

• Guide them through an initial practice and evaluate the degree of mastery before moving to an independent application of the strategy.

• Allow students to use the strategy, scaffolding the instruction, until they gain proficiency.

4. Through various discussion opportunities (small groups/whole class) have students evaluate the decisions made while utilizing the strategy. This will encourage them to extend awareness of text features as they read.

5. Extend the strategy by rewriting or making notes after completing a “chunked” text.

Extensions

• Encourage reflection of both teaching and reading by engaging in discussion.

• Summarize the last section to reinforce instruction of main idea & separating details.

• Formulate questions to answer from reading the previous chunk as students read the next chunk.

• Make predictions about chunked texts.

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DIRECTED READING AND THINKING ACTIVITY (DR-TA)

Description: The DR-TA fosters critical awareness by moving students through a process that involves prediction, verification, judgement, and ultimately extension of thought. It improves reading and supports readers at all levels. The method works well for readers at all grade levels and ability levels as well as with a range of texts. It also allows readers to self-assess their level of understanding prior to continuing or, should the results prove unsatisfactory, returning to the confusing parts for further clarification. Teachers guide reading and stimulate questions through the judicious use of questions.

Step-by-Step 1. The atmosphere created during a DR-TA is paramount in the strategy’s success. Be supportive

and encouraging so as not to inhibit students’ free participation. When posing open-ended questions, allow for think time instead of breaking the silence by splitting the question up. Often waiting a few more seconds allows students to collect their thoughts and to respond to the question.

2. After allowing students to skim the text, make some predictions about its meaning, main ideas/concepts or other information. Review the title – ask for a prediction and explanation; continue through headings, graphs, maps, even pull out quotes to activate schema and provide an orientation to the text. Never refute any predictions that students make; to do so is comparable to pulling the rug out from under them.

3. For informational text, analyze the material for its main and subordinate concepts. What are the relevant concepts, ideas, relationships, and information in the assignment? This content analysis will help determine logical stopping points while directing students through the text. For narrative text, determine the key elements of the story: the setting and the events in the plot. Once these elements are identified, decide on logical stopping points within the story. In fiction, logical stopping points come at key junctures in a causal chain of events in the story line because the reader should have enough information from at least one preceding event to predict a future happening or event. The division of text in this manner is known as “chunking the text.”

4. Have students take notes or use post-it notes to mark information, examples, or evidence in the text that verifies or refutes their predictions.

5. Use questions such as the following:

• What do you think a story/reading with this title might be about?

• What do you expect will happen?

• Why do you expect this to happen?

• Could it happen in any other way?

• Which predictions do you agree/disagree with and why?

6. Discuss with students their predictions, answers, speculations, assumptions and have them reference the text for support and proof. This also serves as a way to promote the value of re-reading.

7. Have students read the chunked text, stop as directed, and interact with them, in order to model the behavior of good reading.

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Extensions

• Vary reading practices by including silent reading, paired reading, choral reading and listening to a recording.

• Try this strategy with non-print text like film, art, posters, and/or web pages.

• Poll the class to determine the accuracy of their predictions.

For Further Support Lenski, Susan Davis, Mary Ann Wham, and Jerry L. Johns. Reading and Learning Strategies for Middle & High School Students, pp 91-93Supporting DR-TA

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READ ALOUD

Description: Reading aloud, whether it is done by the students or the teacher, is one of the most helpful techniques for improving reading skills and engaging readers of all ages. Hearing the text while looking at it on the page helps many readers process the information more effectively and understand how it should be read. As students listen to the teacher’s emphases and pauses, they see how those relate to the punctuation and structure of the sentence. Reading aloud also develops students’ language sense as they hear the way words are used, pronounced, and interpreted.

Note: Always allow students the opportunity to preview and read silently prior to reading aloud because their focus is on decoding not on comprehension. Never force students to read aloud, invite them.

Reading aloud should not replace silent independent reading. Be warned. Students with reading difficulties quickly learn that they can bypass the assigned text readings since the teacher will summarize main points or read it aloud to them.

Step-by-Step 1. Read aloud when

• hearing the text will help students enjoy it or process it in a more effective way.

• introducing new or difficult texts.

• reading poetry or plays.

• sharing a text of special interest.

• focusing students’ attention.

• beginning or ending a class or segment (as an opener or a wrap-up).

2. Choose diverse materials to read aloud, such as

• directions.

• class books.

• literature.

• observations (e.g., from a scientific report used to begin a class or group discussion).

• children’s books.

• random items you discover in your own reading that you think are fun, powerful, or useful to share.

3. Read aloud in various configurations, such as

• students to a small group.

• students to the whole class.

• teacher to the students.

4. Provide a safe, supportive environment to ensure successful read alouds.

5. Text talk. Read aloud from a book or several books that might appeal to students. Choose interesting segments that can be read with expression. Stop at the crucial moment when they are hooked.

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6. Keep in mind guidelines for reading fiction aloud to students from Janet Allen’s (1995) It’s Never To Late.

• Determine if this is the right book to meet the needs of these students at this time.

• Ask if this book can be read in such a way that students will not be bored.

• Choose books that you enjoy, as this will help you read them better.

• Choose a book that matches instructional goals.

7. Use reading aloud across the subject areas (e.g., reading story problems aloud in math class helps to emphasize their narrative structure).

8. Before, during, and after read alouds have students

• make predictions.

• follow along on the page while the text is being read aloud.

• take notes.

• relate reading to specific content.

• summarize. (written or oral)

Extensions

• Have students record their own reading and thinking aloud - this allows both the student and the teacher to assess fluency.

• With a timer, set for 1 minute, have students record their reading.

• When the timer indicates, stop reading and mark the precise spot in the text.

• Count the number of words. High school students should read 120 words per minute; Middle School students should read 100 words per minute. This builds fluency, accuracy, and speed.

• Use audiotapes of books or poems to add variety to read alouds. Also consider using videotaped performances of poems and plays.

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THINK ALOUD

Description: Thinking aloud allows others to see what you think by narrating how you think as you read text or discuss an idea. Often students are directed to read a chapter and take notes on important ideas. Knowing how to think about what is read and knowing what such thinking looks like is innate to good readers. Students often do not know what good thinking is, so teachers must constantly model it for them and ask them to model it in order to shape their performance through feedback.

Another important outcome of modeling a think aloud is the realization that reading is complex. When the teacher models, false starts, guesses, confusions, revisions, and questions he or she demonstrates the thinking/reading process.

Step-by-Step 1. Use think-alouds to

• demonstrate what students should do and how they should do it

• reflect on what they read

• help them comprehend their reading

• develop their internal reader

2. Use think-alouds in a variety of configurations, such as

• teacher to students

• student to teacher (in conferences or class discussion)

• students to students

• author to readers (via interviews with the authors or the teacher’s summary of an author’s remarks taken from an article)

3. Express your thinking aloud

• on paper

• in your head

• a small/large group

• on a tape

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4. Keep in mind that think-aloud strategies are not a sequence but a set of habits of mind common to all effective readers which, if used well, can help readers make sense of a wide variety of texts in different media and of varying complexity. When we use the think-aloud technique, we

• predict

• describe

• compare

• make connections

• monitor and correct

• question

• clarify

• apply previous or new knowledge

• identify what is important

• troubleshoot and problem solve

• speculate

5. Think-alouds provide the teacher an informal assessment of students’ thinking and comprehension that can be used to structure the culminating assignment.

6. Use this strategy when assigning a reading to a class to model for them how they should approach the reading. This clarifies their purpose and directs their attention allowing them to read more effectively.

7. The think-aloud helps readers better understand what they are reading by forcing them to think about what they read as they read it. A think-aloud might be personal or philosophical, addressed to the author or oneself. During a think-aloud, encourage students to interact with the text by doing any or all of the following:

• speculating

• guessing

• wondering

• observing

• arguing

• philosophizing

• conjecturing

• estimating

• hypothesizing

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SURVEY QUESTION READ-RECITE-REVIEW

(SQ3R)

Description: Survey Question Read-Recite-Review or SQ3R is primarily used with selections from textbook or articles with headings. It provides a systematic way to approach informational texts prior to reading. It is designed to improve comprehension of new or difficult texts. Recognized as a study strategy, SQ3R can be used with a number of subjects and is not limited to reading since these skills – questioning, reflecting, reviewing – assist students with comprehending both print and non-print text. Note: When using a lengthy text, SQ3R the first chunk (p.13) then continue this technique with the remaining text.

Step-by-Step 1. Survey: Survey the reading selection, focusing on any major textual features and graphics (e.g.,

headings, graphs, maps, tables, font size and type) that provide a quick clue to the content. Give special attention to the introduction, especially the opening and concluding paragraphs.

2. Question: Formulate questions from chapter and section heading and the surveyed material.

3. Read: Read the selection, answering the questions formed in the earlier steps. Questions should be revised as necessary or new ones created as reading occurs.

4. Recite: Immediately after completion of the reading assignment students should retell the text in their own words, silently, orally, or in writing. This allows students to process the information and to make deeper connections.

5. Review: Survey, summarize, connect, and reflect upon the chapter again. Encourage students to speculate why they could not answer questions (e.g., not well written, not enough information, difficult vocabulary).

Extensions

• As students become proficient with this strategy, they move to higher levels of thinking. To prompt students towards this goal, consider a jigsaw, group or class discussion, and/or writing an entry in their learning logs to reflect on what they learned and how they learned it.

• To encourage students this strategy can be used to assist in making meaning from other types of text - pictures, graphs, tables, and/or web pages.

For Further Support Lenski, Susan Davis, Mary Ann Wham, and Jerry L. Johns. Reading and Learning Strategies for Middle & High School Students, pp 67-69.

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RETELLING

Description: Retelling provides an opportunity for readers to process what they have read by organizing and explaining it to others. Retelling develops students’ story grammar because they must identify crucial points and the support information. It also reinforces sequencing since it demands remembering information, events, and processes. It encourages interacting with the text from a variety of perspectives: their own, their audience’s, and the author’s. Retelling supports good reading because students must engage in repeated readings of the text, which supports fluency. Naturally, retelling is its own form of assessment – since the student’s recitation confirms his/her reading of it and reveals the extent of his/her comprehension. Research indicates that retelling increases both the quantity and quality of what is comprehended. Teachers can use retelling as a way to build silent reading fluency and to measure comprehension. Having a student retell allows a teacher to assess a student’s understanding. Retelling allows teachers to gain insight into what a student views as important and also how the student organizes information. A checklist of what is to be covered is helpful as the student retells the text. This strategy can determine whether the student knows the main idea, can make inferences, identify concepts, make generalizations, and connect to the text.

Step-by-Step 1. When introducing retelling, clearly explain to students the steps of how to retell and why it is

important. Model it for them. While modeling, comment on how one determines what to include in retelling, why it is performed a certain way, or why a particular strategy (e.g., graphic organizer) is used in supporting the retelling.

2. Emphasize the sequence and structure of the text as the logical means for retelling.

3. Students read through the text several times to identify and internalize the most important points of the text. Use a graphic organizer or some other appropriate organizer to prepare the retelling using their own words and style. Whether using storytelling techniques or a formal description, students should look for places to provide emphasis and use such devices as transition words. Encourage them, if appropriate, to prepare visual aids.

4. Begin with shorter, easier texts and, as student proficiency increases, move to longer and more complicated texts.

5. Assess retellings based on audience understanding and appreciation. Allow time for follow-up discussion of content and delivery.

Extensions

• Have students do their first retelling in writing, possibly in a less formal setting such as their journal.

• As students learn to identify the important elements and sequence them in effective ways, students can do retellings in pairs, progressing to small groups, then to the whole class.

• Consider developing a rubric for the assignment to be used by the reteller and the audience. It can guide the discussion and improve the reteller’s performance.

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MMAATTHHEEMMAATTIICCSS RREETTEELLLLIINNGG RRUUBBRRIICC Does the retelling

0 1 2 3 4 5

Attempt Needs

Improvement

Average

Good

Excellent

Exemplary1. tell when to use this

procedure?

2. define the concept or procedure?

3. identify the main steps in this concept?

4. make sense to the learner?

5. sound organized?

6. keep the sequence of the procedure?

7. tell how this could be applied to real word

situations?

8. answer the question presented by the

problem?

Total Points____________

Student Name: ____________________________________ Retelling of: ____________________________________ Date: ____________________________________ Comments: ____________________________________ ____________________________________

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LLIITTEERRAARRYY RREETTEELLLLIINNGG RRUUBBRRIICC Does the retelling

0 1 2 3 4 5

Attempt Needs

Improvement

Average

Good

Excellent

Exemplary 1. have a good beginning

telling when and where the story takes place?

2. name the characters?

3. tell the main points of the story?

4. tell some supporting details?

5. make sense to the reader?

6. sound organized?

7. keep the sequence of the story?

8. tell what the main problem was in the story?

9. tell how the problem was solved in the story?



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HISTORICAL RETELLING RUBRIC Does the retelling

0 1 2 3 4 5

AttemptNeeds

Improvement

Average

Good

Excellent

Exemplary1. have a good beginning

telling when and where the situation takes place?

2. name the person(s) involved?

3. tell the main points of the situation?

4. tell some supporting details?

5. make sense to the reader?

6. sound organized?

7. keep the sequence of the situation?

8. tell what the main problem was in the situation?

9. was the situation solved and how did it come about?



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SCIENCE RETELLING RUBRIC Does the retelling

0 1 2 3 4 5

AttemptNeeds

Improvement

Average

Good

Excellent

Exemplary1. state the problem

presented?

2. tell what outcome is expected?

3. identify the main points of the concept/procedure?

4. tell some variables of the concept/procedure?

5. follow the process/steps?

6. sound organized?

7. keep the sequence of the procedure?

8. tell how this could be applied to real world

situations?

9. tell whether the outcome of the procedure was

expected or not and why?



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QUESTION/ANSWER RELATIONSHIP (QAR)

Description: The Question/Answer Relationship or QAR helps students understand different levels of questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels of questions – Right There, Think and Search, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows students to understand their thinking processes and develop their metacognitive abilities.

Step-by-Step 1. Introduce the QAR using a visual aid and a short selection to demonstrate the relationships.

2. Model identifying and answering questions at each level of QAR.

• Right There! (The answer is found in the text. The words in the questions can usually be found in the same sentence with the answer.)

• Think and Search! (The answer is in the text, but the words are probably not in the same sentence. Read the text; look for ideas that can be put together, and think about what the author is saying.)

• The Author and You! (The author provides ideas and makes students think, but connections to students’ knowledge are needed to answer the question.)

• On Your Own! (Students must apply their own knowledge and what has been learned to answer the question.)

In the beginning teachers may wish to introduce and practice one level at a time before introducing the next level.

The strategy can also be used with three classifications of question/answer relationships – Right There, Think and Search, The Author and You.

Vacca and Vacca (1996) propose identifying two broad categories of information: In the Text and In My Head. Students then place Right There and Think and Search under In the Text while On My Own and The Author and You are placed under In My Head.

In the Text In My Head

Right There On My Own

Think and Search The Author and You

Extensions

• Use this strategy to demonstrate higher order thinking skills. Familiarize students with Bloom’s Taxonomy of Questioning to facilitate their understanding of higher order thinking.

27

QQUUEESSTTIIOONN--AANNSSWWEERR RREELLAATTIIOONNSSHHIIPPSS TTyyppeess ooff QQuueessttiioonnss

In the Text: In my Head: Adapted from Jana Whitt, Munford Middle School

RIGHT THERE Answer is stated in the text.

Level 1: Green: "Go"

THINK AND SEARCHAnswer stated in the text, but you

must combine pieces of information to fully answer the question.

Level 2: Yellow: "Caution"

AUTHOR & ME The author gives clues that are

combined with what you know to figure out the answer.

Level 3: Red "Stop & Look"

ON MY OWN Knowledge of text is needed, but answer comes from your head!

Level 4: Black "Off the Track"

x x x x

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QQUUEESSTTIIOONN--SSTTEEMMSS FOR

QAR - QUESTION ANSWER RELATIONSHIP

Right There In the Book

On the Printed Page

Think and Search In My Head

My Prior Knowledge

Author and You Author Implied

Read Between the Lines Name . . .

List . . .

Identify . . ..

Who is/are . . .

Where is . . .

What is . . .

When is . . .

How many . . .

When did . . .

Who did . . .

Where did . . .

What did . . .

Give examples of . . .

Retell . . .

What made . . .

Why did . . .

The reason for . . .

Tell ways these are alike . . .

Tell how these are different . . .

What is the reason for . . .

Summarize . . .

Explain . . .

Show how . . .

Make . . .

State what is next . . .

Imagine what if . . .

The solution might be . . .

Judge . . .

Consider . . .

Originate . . .

29

GRAPHIC ORGANIZERS

Description: Graphic organizers are essential tools for both teachers and students. They come in several forms and serve all readers because they

• support all learners, especially those with special needs.

• provide structure and guidance as readers move toward greater independence.

• offer a visual means of explaining and organizing information and ideas.

• ask students to evaluate and actively manipulate information, which helps them to see the connections and relationships between ideas.

• teach students to think categorically.

• provide useful tools to prepare for and facilitate writing, thinking, and discussing.

• prepare students for the world of work, where such tools are used with increasing frequency.

• help students remember and make greater cognitive associations between information and ideas.

• force students to evaluate information in order to determine what is important.

• improve readers’ understanding of the text.

• help develop students’ knowledge of textual structures and their general textual intelligence.

Step-by-Step 1. Graphic organizers come in many forms. Explore those that might help students meet specific

goals. Try them out to see if they accomplish what we want. Make modifications if necessary. Using them ourselves allows us a model to share with students as well as allowing us the chance to think about the text and its appropriateness with respect to particular assignments.

2. Before reading, have students use graphic organizers such as the KWL to prepare for reading. Graphic organizers assist with activating students’ prior knowledge by helping them to think about text structure and organization.

3. While some graphic organizers are prescriptive and structured (e.g., KWL), some are more open-ended and adaptable (e.g., two-column notes).

4. Use graphic organizers to help students

• classify ideas, words, characters, events prior to writing about or discussing a text.

• organize a sequence in a process.

• take parallel notes – (e.g., comparing what they read with the experiment or lecture that follows).

• identify what is important in a text.

• examine and understand the organizational pattern of the information or story.

5. Use graphic organizers to develop students’ skills and strategies. Model how organizers might be used and how to select one to meet specific purposes. Begin the process of allowing students to select their own graphic organizers, encouraging them to reflect/justify their selections.

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K-W-L PLUS

Description: KWL PLUS is designed to foster active reading of expository text. The basic three-steps consist of: K – What do I already know?, W – What do I want to know?, and L – What did I learn? The “plus” is the extension or connection of the learning. KWL provides a structure for activating and building prior knowledge, for eliciting student input when establishing purposes for reading, and for personalizing the summarization of what was learned. It is a method that students can use independently and master in various settings. The process mirrors what good readers should always do. A complete KWL chart can help students reflect and evaluate their learning experience as well as serve as a useful assessment tool for teachers. The key to this strategy is using the KWL organizer.

Step-by-Step 1. Identify ideas and concepts that students must get from a reading assignment and structure the

lesson to ensure that students are led to an understanding of these points.

2. Introduce the KWL and model how to use it with a new topic or reading assignment.

3. Individually, in pairs, or in small groups, students brainstorm what they already know about the KWL Plus topic. Emphasize the tentative nature of what we remember by encouraging reluctant students to try to remember what they think they know.

4. The information is recorded and displayed for the whole class. During class discussion, model how to organize and categorize information.

5. Lead the class into the next phase where students generate a list of what else they WANT to learn or questions they want answered. Continue to demonstrate how to organize and categorize their responses and how to use this information to set purposes for their reading.

6. Students read with the purpose of discovering the information to answer their questions or to verify their knowledge. They record what they learned in the L column.

7. Record and display information gained after reading, modeling how to reflect upon the entire learning experience.

8. Encourage students to decide what other information they would like to know about the topic and discuss why they are interested in this information.

Extensions The Plus

• Change the W to or just add N as a category to let students think about what they need to Know.Or simply use the need category to let students know what will be tested.

• Add an H – KWHL. How am I going to Learn (research or investigate)?

• Add another L or S – KWLL or KWLS. What do I Still want to Learn?

• Add a U – KWLU. How can I Use (apply) this information?

31

TTooppiicc::

What you KNOW about the topic?

What you WANT to know about the topic?

What did you LEARN about the topic?

What did you STILL want to learn about the

topic?

32

What facts do I KNOW from the information in the problem?

Which information, if any, do I NOT need?

WHAT does the problem ask me to find?

What STRATEGY/operation/tools will I use to solve the problem?

33

VENN DIAGRAM

Description: A Venn diagram is a graphic organizer that uses overlapping circles to compare and contrast. Traits that are shared are entered in the overlapping area and individual traits are entered in the portions that do not overlap. Students can compare two countries, two different mediums such as a movie and the book, two flowering plants or two processes in mathematics. The object is to determine how things are alike and how they are different. The Venn diagram was originally used in math to show relationships among sets.

Step-by-Step 1. Draw two interconnecting circles. 2. Discuss the Venn diagram with students, noting the items they will compare and contrast. 3. Place in the overlapping circles traits that are shared while individual traits are entered in the

portions that do not overlap.

34

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VVeennnn DDiiaaggrraamm

35

T-NOTES

Description: T-Notes provide students an organized method of note taking while listening or reading.

Step-by-Step 1. Students divide a sheet of notebook paper in half.

2. While listening or reading, students record words or key points in the left columns.

3. In the right column, students record definitions or explanations of key points.

Extensions This form of note taking is particularly beneficial when time to review for exams and quizzes. Students may fold their papers to hide the right column. Then either mentally or by using an additional sheet, students may quiz themselves and check their answers.

36

T-Notes

Civil War fought between 1861-1865 two armies North - Northern states - Union South - Southern states - Confederate issues of state rights, slavery 600,000 lives were lost

Confederate Army led by General Robert E. Lee favored slavery and strong state rights mostly agricultural states

Union Army led by General George McClellan, later by General Ulysses S. Grant favored strong national government; de-emphasized slavery mostly industrial states with larger cities Abraham Lincoln, President

Important Battles Vicksburg, MS Gettysburg, PA

last Southern stronghold lasted 3 days 7,000 killed 44,000 wounded

37

T-Notes

38

DISCUSSION WEB

Description: The Discussion Web (Alverman, 1991; Duthie, 1986) is an organizer that allows students to look at both sides of an issue before making a decision based on evidence.

Step-by-Step 1. Choose a selection that has potential for opposing viewpoints.

2. A transparency of the Discussion Web to be used for class review is helpful. A question should be posed and written on the web.

3. Students working with a partner can brainstorm at least three responses to the question that has been posed.

4. Pair one set of partners with another set of partners for the purpose of comparing their reasons. Working toward consensus is the goal. This can then be written in the box at the bottom of the page.

5. Each group needs to select a spokesperson to report to the whole class.

39

DDiissccuussssiioonn WWeebb

Here’s the beginning of a Discussion Web to practice in your classroom. The students could add more “yes” reasons and “no” reasons. Then work together to form “Conclusions.”

I want to express my

individuality through my clothing.

Reasons

I'm tired of kids ignoring me because of my clothes.

I like being comfortable.

I can't afford the "right" clothes.

I want to be the fashion queen.

No Yes I don't have to make a decision about my clothes

every morning.

Should the middle school students be required to wear school uniforms?

My mom will stop griping about what I wear.

Conclusions

40

DDiissccuussssiioonn WWeebb

Reasons

No Yes

Conclusions

41

SOCIAL STUDIES

Historical issues can be explored by revising the Discussion Web.

State Rights

Stephen Douglas

Positions

Abraham Lincoln

42

CAUSE AND EFFECT GRAPHIC STRUCTURE

Description: The Cause and Effect Graphic Structure is a visual representation of what happened and why.

Step-by-Step 1. Using the graphic organizer students begin with the first box, write what happened and why.

2. In the second box they tell what happened (and why) as a result of the events of the first box.

3. This continues throughout the reading to show the relationships of the various events.

43

PPrroocceessss//CCaauussee--EEffffeecctt PPaatttteerrnn

44

SEQUENTIAL ORDER

Description: A Sequential Organizer is one kind of graphic organizer which provides scaffolded instructional sequence. This helps students organize information in text, as well as other printed material assigned in the classroom.

Step-by-Step 1. At the top identify the topic.

2. In each box list the order of events sequentially.

3. Write a main idea statement in the box at the bottom of the organizer.

1. Plants trap sun's energy to covert carbon dioxide and water . . .

2. into carbohydrates. Plants and algae are called producers

3. Energy moves to consumers when insects eat plants.

4. Energy transfers again when birds eat insects.

5. The transfer continues to mammals.

6. Plants provide food directly or indirectly.

Main Idea Statement A food chain is a series of organisms through which energy moves in the form of food.

Topic

The Food Chain

Sequence The transfer begins when

SSeeqquueennttiiaall OOrrggaanniizzeerr

45

SSEEQQUUEENNTTIIAALL OORRGGAANNIIZZEERR

1.

2.

3.

4.

5.

6.

Main Idea Statement

Topic

Sequence

46

WRITING TO LEARN Description: Writing to learn is a method “that can (and should)” be incorporated across the curriculum. This approach helps students personalize learning so that they understand their course work better and retain what they have learned longer. It also encourages “high-level thinking skills” (Sebranek, Meyer, & Kemper, p. 44). Writing-to-learn activities can be used to help students reflect on and explore ideas and concepts that they are reading thereby helping students to construct meaning. These activities are intended to be brief and can be assigned at any point during the class period.

RReeaaddiinngg aanndd WWrriittiinngg TTooggeetthheerr

Notetaking

POV Guide

Exit Slips

Express Writing

EEXXPPLLOORRAATTOORRYY WWRRIITTIINNGG EESSSSAAYY

WWRRIITTIINNGG JJOOUURRNNAALL WWRRIITTIINNGG

Response Journals

Double-Entry Journals

Learning Logs

Raft Rubrics

Gist Statements

47

ACADEMIC JOURNALING Response Journals

Description: Response Journals create a permanent record of what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most journal activities require thinking but do not demand a finished product. Students learn to write without fear of making errors. Students should know in advance if they are to share their writing with the class or if their journals are to be read aloud in class. Students often produce their best writing at this time because they are composing for an audience of their peers. Most importantly, journaling allows students to express their thoughts and feelings honestly and without pretense.

Step-by-Step 1. Encourage students to keep their journals close during class in order to stop and take notes, think,

or reflect on other writings. It is also useful to prepare for discussions, take notes for a paper, plan a presentation, and synthesize reading or discussion of a text.

2. Teach students the difference between taking notes and making notes. Taking notes is passive; they write down main ideas as they appear. The second is interactive; they not only note main ideas but write down connections, insights, questions, observations.

3. Encourage students to write in their journals to

• think.

• elaborate their thoughts.

• make connections among ideas, writings, readings.

• synthesize their ideas and understandings at a critical juncture in the reading process.

• develop questions for clarification to ask of themselves, the text, classmates, teacher, or the author.

• respond to their own questions or questions from the text, classmates, teacher or author.

• explain what they have learned.

4. Provide examples of effective journal writing and share journal writings from the class.

5. Journal writing may take place

• before class.

• anytime a new idea, an epiphany, or a question reveals itself.

• during class.

• while reading and discussing.

• after class.

• anytime.

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6. Journals may include

• notes.

• new ideas.

• sketches and drawings.

• concepts, views, and opinions.

• designs and redesigns.

• words – new, favorites and unknown.

• reflections on class, strategies I used.

• questions and answers.

• stories, poems, lists, and any other writings.

• quotes, sayings, and expressions.

49

ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals

Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries.

Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each of the

columns to reflect their purpose. Headings might be:

• What is it? / What does it mean to me?

• What I learned from the demonstration? / How the demonstration helped me understand?

• Words I need to know. / Definitions of words I need to know.

• Ding: I get it! / Dong: I don’t get it.

• What I thought before reading. / What I think after reading.

• Ways to solve the problem. / How the problem is solved.

• What problems I encountered during reading? /How I solved the problem.

50

ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Learning Logs

Description: Learning Logs push journaling to a new level. The strategy is simple to implement but must be used on a regular basis to be effective. As with response journals and double-entry journals, students can keep an ongoing record of learning as it happens in a notebook or loose-leaf binder. They write in their own language, not necessarily for others to read but for themselves. This feature makes learning logs more personal than the other journal types. Entries in learning logs influence learning by revealing problems and concerns.

Many teachers use learning logs as a component of the portfolio. Given that reading is a skill we expect to improve with practice, learning logs assist in documenting that growth. While there are various formal and informal methods for assessing reading performance, the portfolio provides both student and teacher with a tangible record of what the student has read over the course of the year. It also allows readers to revisit their goals and, by adding new evidence of their progress, monitoring their progress toward those goals. Finally, portfolios always provide the teacher with a powerful means of evaluating student work since the portfolio invites both student and teacher reflection on what has been read, how it was read, and how attitude and ability as readers have changed during their instruction time.

Step-by-Step 1. Journaling, no matter the form or length used, should be done DAILY.

2. Teachers should model journaling.

3. Have students reflect on their reading using prompts similar to the following

• I wonder….

• I began thinking of….

• I suppose….

• I don’t see….

• I like the idea of….

• I know the feeling of….

• I noticed….

• I was surprised….

• I thought….

• If I had been….

• Why did….

• Maybe….

• What if….?

• This book was…. (explain using examples from the text)

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4. Have students reflect on their learning using prompts similar to the following:

• I found _______________ difficult to overcome while reading this.

• I used the following strategies throughout the reading for the following reasons and in the following ways…

• __________________ was confusing so I…

• I didn’t read the whole text because…

• The _________________ did not turn out the way I expected because. . .

• A strategy I used today was ________________.

• It did/did not help because. . . .

• I picked this book because…

• A good word to describe this book or my experience reading it would be…

5. Share examples or exemplars of effective log entries.

6. Have students use learning logs at different times for different purposes. Use them

• before reading to activate prior knowledge and interest, to develop necessary questions and establish purpose for reading, or to paraphrase previous readings connected to new assignments.

• during reading and discussing to allow students to interact with the text. This interaction allows for clarification of thoughts as students are reading or discussing.

• after a discussion to promote the understanding of new ideas and to process information to higher levels of thinking by reflecting upon, responding to, or rephrasing the discussion into their own words.

• after reading to identify and analyze strategies used to make meaning of the text, to make connections between the text and other sources, and to paraphrase ideas and understandings.

52

SSAAMMPPLLEE LLEEAARRNNIINNGG LLOOGG AASSSSIIGGNNMMEENNTT

• What It Should Have?

• How much you read in the 20 minutes?

• How difficult is the reading?

• Quotes from the reading.

• Questions on what was read.

• Things you figured out through your reading.

• Things that confused you.

• Are you easily distracted?

• Comprehension check. Do you remember (comprehend) what you read?

• Why I Should Have It?

• To show improvement in your reading abilities.

• To prove your interest in the book and to document your understanding of the text.

• To establish a purpose for reading and to keep it authentic for you. You can answer your questions as you read.

• To answer questions from the past.

• To try to figure out the answers later when you are studying.

• To self-monitor so you can determine when you are getting distracted and what causes the distraction.

• To see if you're understanding what you read and to be able to compare it with others.

53

POINT-OF-VIEW STUDY GUIDES

Description: The Point-of-View Study Guide (Wood, 1988) requires students to read text from varying points of view to expand their perspectives through collaboration and prior knowledge. Essentially, students are not reading text as themselves but are assuming roles either directly or indirectly related to or affected by the text. The process of reading, therefore, becomes more personalized as students integrate and synthesize information related to their role into their understanding of text. The Point of View Guides utilize an interview form which encourages students to respond in their own words to the ideas and information in the reading. All content areas may construct guides for a variety of purposes and may adapt them to meet specific needs.

Step-by-Step 1. Identify appropriate perspectives for students to assume and provide them with a guiding concept

or series of questions to answer as they read.

2. The guiding concept or series of questions help students focus on the important elements of the text. Use this as the study guide for reading. An example of a guiding concept in social studies might be, The Process of Immigration. Student roles may be as an immigrant, a customs official, former immigrant, citizen, luggage of immigrant, or any other creative perspective selected by teacher or students. Or from the science area, students might assume the role of the scientist who discovered a vaccine, a person infected with the disease, a non-infected person, and an ingredient from the vaccine.

Examples from an Algebra text might be . . . .

How does your placement in the equation affect the outcome?

If you were added instead of subtracted, how would this affect the outcome?

3. As students read, encourage them to identify points in the text that support their answers. Responses should be written from the first person point-of-view, elaborate on material from the text, and read as a dialogue or essay.

4. As students become proficient with this strategy, allow them to design the assignments.

Extensions/Variations

• All students may read a selection from the same point-of-view or students may be grouped to represent different points-of-view.

• Students may form panels and allow the rest of the class to interview them.

• Students may create oral presentations or written documents using technology, visuals, or other resources to share information.

54

GIST STATEMENTS GIST (Generating Interactions between Schemata and Text)

Description: This strategy assists students with focusing on the main idea of the passage. Through class and group discussion, students have the opportunity to learn how others think as they state their ideas and reasons. Through this process teachers are able to check students’ understanding of summarization and determine if students can pinpoint the main idea.

Step-by-Step 1. Assign students a short passage to read.

2. After reading have students write one statement that reveals the “gist” or main idea of the selection.

3. Discuss the reading and gist statements guiding students with questions such as “Is the passage mainly about a person, place, thing or idea?” Ask students if they agree. If not, have students explain what they feel was most important.

4. After discussion, have students write a one sentence gist statement summarizing what the class decided was the main idea.

5. Evaluate the gist statement to determine if students were able to state the main idea.

Extensions

• After writing two gist statements students write a justification for one over the other or explain how they came to an agreement.

• Students engage in reading chunked text and writing gist statements after each chunk. After completing the entire reading, students use gist statements to write a summary.

• When sending a telegraph, words cost money. Students must restate the gist/main idea using a minimal number of words.

• Many media utilize the news release or a news flash where the number of words (20 words or less) is limited or the entire piece must be read in 30 seconds. Have students write to conform to these standards.

• Create visuals of the gist statement instead of or in addition to written summaries.

55

EXPRESS WRITING

Description: Express Writing is a short, focused writing in response to a specific prompt. As a pre-reading strategy, express writing helps to activate students’ prior knowledge and provides a starting point for a class discussion or new lesson. Express writing serves as a connection to new concepts or ideas required for student learning. It can link previous learning experiences with current ones. While generally not graded, points (i.e., 10-20 points) may be awarded for completion. Express writing can be used as an informal assessment tool and is excellent preparation for timed writing examinations.

Step-by-Step 1. Formulate a statement or question related to the content for students to respond to within a

specified amount of time, usually 5 to 10 minutes. When used as a starter or bellwork, express writing allows time for teachers to take care of business before beginning formal instruction.

Used during or after reading, it allows students to think and reflect upon the concepts presented in the reading or the reading strategy being used to support the reading.

2. Students are assured that the purpose is for them to express their thoughts and ideas without laboring over the mechanics of writing although mistakes may be noted.

3. When the time limit expires, students may share their responses with a partner, engage in a class discussion, and/or turn them in for teacher review.

Extensions

• Teachers should read express writings. Some teachers circle mistakes and encourage students to identify and correct mistakes.

Remember: These are not to be used for formal assessment, but repeated mistakes can lead to a writer’s workshop where grammar skills are reviewed using express writings as the springboard.

• Use express writings as exploration for future writing assignments.

• Coordinate the topics over a week. Guide students through the process of organizing their express writings into an essay.

56

EXIT SLIPS

Description: Exit Slips are quick ways to invite student response after learning. Exit slips are completed at the end of a class period and are collected by the teacher as students leave the room. Generally, exit slips are anonymous with every student being required to turn one in prior to exiting the classroom. Exit slips provide quick feedback to the teacher about how students understood the lesson and/or what concepts might need further exploration in future lessons. Exit slips encourage students to reflect upon the lesson while providing quick feedback. It is important, whether students are anonymous or required to write their names on their slips, that students be encouraged to be honest. They need to be assured that their comments and concerns will be addressed.

Step-by-Step 1. Identify the type of response/feedback needed to assist student’s learning: for example, did

students seem confused, and need to ask questions.

2. Exit slips may be produced in advance or may be a question students respond to on a scrap sheet of paper.

3. Allow students to provide open feedback or have them use a stem such as the following:

• Today I learned . . . .

• I don’t understand . . . .

• I would like to learn more about . . . .

• I need help with . . . .

• A question I have is . . . .

• Please explain more about . . . .

• The most important thing I learned today is . . . .

• Three things I learned today are . . . .

• The thing that surprised me today was . . . .

• I am still confused about . . . .

• I wish . . . .

• The best part of class today was . . . .

4. At the end of class direct students to complete an exit slip.

5. As students leave the classroom, collect the slips.

6. At the next class session, use an exit slip or several, to begin instruction. This allows students to realize the importance of their comments.

Extensions

• Allow students, when working in small groups, to submit one exit slip for the group’s work.

57

EEXXIITT SSLLIIPPSS

58

RAFT

Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead of students responding to text and explaining concepts through the more traditional means of essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect in untraditional ways.

An acronym, RAFT stands for

R- What is the ROLE of the writer? Students select among various roles: witness, observer, spectator, reporter, participant … .

A– Who is the AUDIENCE reading this work? Will they be teachers, fellow classmates, younger students, parents, business owners, community leaders, pet owners, aliens…?

F- What will be the best FORMAT for presenting this concept? Choose if it will be a letter, a journal or diary entry, a radio or television report, an article for a newspaper or magazine, a Want Ad, a poem , ballad, sonnet, limerick, a comic strip, Top Ten List…?

T– Who or what is the TOPIC of this writing? Identify if the subject is a famous person - inventor, artist of any medium, leader…; or is it a reaction to an event, situation, conflict or relationship; or is it an explanation of the effects of, qualities of, or problems with a certain concept or idea…?

Step-by-Step 1. Identify important ideas or information to be learning. For example, the reading might be about

the pulmonary system, ratios, Sputnik…. Consider the many different ways someone might learn this information; for example, how would a doctor learn about medicines as opposed to a patient? Together, these will lead to potential roles, audiences, formats, and topics for writing. Instructors should be prepared to model the next steps for students.

2. Explicitly instruct students in the purpose of RAFT explaining how writers consider various aspects – roles, audiences, formats and topics - prior to writing. Share with students definitions and examples of each component.

• Review the stages of the writing process.

• Stress that creativity is a key to success for this writing strategy.

• Share examples of each stage of the strategy if possible.

3. Brainstorm with students potential topics listing roles, formats, and vivid verbs connected to each topic.

4. Students can be grouped to complete initial writing assignments until proficiency with the strategy is established. While students are grouped, teachers should monitor and provide assistance. When a level of proficiency is achieved, students can complete assignments individually.

5. Eventually, release the students to generate their own RAFT assignments.

59

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bald eagle public radio public service announcement

symbols on the American currency

Barbara Bush mothers advice column duties/responsibilities of president

calculator math students letter to the editor use of calculator in the classroom

heart medical community journal article value of exercise

mayoral candidate teenage voters political speech 26th Amendment

metric measure customary measure persuasive paragraph controversy- unit of measurement

newspaper reporter readers obituary famous American

polar bear polar bears diary entry effects of global warming

snake animals invitation to a family reunion

characteristics of cold-blooded animals

tour guide science students planning a field trip

brochure biomes

Orville Wright Charles Lindbergh congratulatory friendly letter

flight from New York City to Paris

zebra animals article in fashion magazine

patterns in nature used for camouflage

60

VOCABULARY DEVELOPMENT

Description: Vocabulary knowledge is essential for reading comprehension. If students are unfamiliar with most words they read they have trouble understanding the text. A content area is distinguishable by its vocabulary. Learning vocabulary must be an integral part of learning academic content not a separate activity. Content area vocabulary must be mastered in order to remove potential barriers to students’ understanding of texts as well as acquiring the language of a content area. Whenever possible students should generate their own vocabulary lists.

61

CONCEPT MAPS

Description: A concept map is a graphic organizer used to represent related concepts and ideas. It gives students a visual "map" of the organization of ideas/concepts. Concept maps help students understand difficult passages of text through organization of the main idea(s) presented in the material.

Step-by-Step 1. After reading the selection, list the main topic/concept of the selection. Brainstorm as many

related words as possible.

2. List the concept words according to hierarchy and according to relationship.

3. Draw lines to link the connections between the different concept words. Label the lines with words or phrases that explain the relationships.

4. Have students list features beside or below each word, which help describe the concept.

62

WWhhaatt iiss iitt?? WWhhaatt iiss iitt lliikkee??

WWhhaatt aarree ssoommee eexxaammpplleess?

CCoonncceepptt MMaapp II

the act of making new again after a major

change has occurred

Reconstruction

rebuilding

restoring

remodeling

revising a country after a war

a community after a natural disaster

the South after the Civil War

63

Concept Map I

64

CCOONNCCEEPPTT MMAAPP IIII

Is not Is

Examples

Non- Examples

horrible beyond belief;

incredible awesome

outstanding FFAANNTTAASSTTIICC average

winning the

lottery Spring Break

Dentist appointment

Chores at home

65

CCOONNCCEEPPTT MMAAPP IIII

Is not Is

Examples

Non- Examples

66

FLAG WORDS

Description: Flag Words provide students with clues to identifying text patterns that will enhance their comprehension. Systematically teaching them specific words that signal certain text structures equips students with a tool to enhance their understanding of how a text is organized.

Step-by-Step 1. Select a reading selection that uses a specific organizational pattern. Create a list of common

Flag Words for this organizational pattern.

2. Photocopy the selection, so students will be able to write on the text.

3. Explain to the class that the author may use words to signal or flag the use of a particular organization. Give examples of specific flag words.

4. Model the process of identifying Flag Words and annotating the text.

5. Have students highlight or mark Flag Words in the passage and make annotations in the margins.

6. Ask students to share the Flag Words they identified and discuss their meaning in the passage. Discuss the value of this strategy in helping them study.

7. Introduce Flag Words for different text structures in other lessons.

Extensions

• Create charts of Flag Words and post them on the walls for the students to refer to while reading and writing.

Example Flag Words for Text Structures

Text Structures Flag Words

Description For instance (example, to begin with, also, in addition, characteristics of

Chronological Order Dates, not long after, now, as before, after, when, next then, last, finally

Compare-Contrast However, but, as well as, on the other hand, not only… but also, either…or, same as, in contrast, while, although, more(less) than, unless, similarly, yet, likewise, on the contrary.

Cause-Effect/Problem-Solution Because, since, therefore, consequently, as a result of, this led to, so that, nevertheless, accordingly, if … then, thus subsequently

For Further Support

Lenski Susan Davis, Mary Ann Wham, and Jenny L. Johns, Reading and Learning strategies for Middle and High School Students pp 88-78 Flag Words.

67

FRAYER MODEL

Description: The Frayer Model is used as a way to categorize words. Students analyze a word’s attributes by choosing examples and non-examples of the concept. Knowing what a concept isn’t helps define what it is.

Step-by-Step 1. Explain the purpose of each component of the Frayer's Square to the students and model for the

class using a familiar term.

2. Assign the concept or word to be studied.

3. Students may work individually or in pairs to complete the diagram with the assigned word.

4. Upon completion students should share their work with others. This may be done with markers and chart paper and then displayed. Students should feel free to refer to and modify these charts.

5. Two Frayer Models are provided. Frayer Model I represents a basic level of concept development where students define the term in their own words, provide facts/characteristics about the concept, and list examples and nonexamples of it. Frayer Model II increases the level of critical analysis by encouraging the students to delve deeper into the meaning of the concept by creating a list of essential characteristics, or characteristics the concept must possess, versus a list of nonessential characteristics, or characteristics the concept may possess, but does not include or exclude it from the concept. For example, an essential characteristic of a vegetable is that it must be a root, stem, or leaf. However, the color of a vegetable is a nonessential characteristic since color is only important to certain types of vegetables.

Definition

A polygon is a geometric figure formed by line segments

connected end to end to form a closed figure. These segments

are called sides.

Characteristics

A closed figure of 3 or more sides that are closed to form

angles.

Examples

triangles quadrilaterals

pentagons hexagons octagons

Nonexamples

circle one line

polygon

68

Definition (in own words)

Facts/Characteristics

Examples

Nonexamples

69

FRAYER MODEL II

Essential Characteristics

Sustained, rhythmic, exercise of 15 to 20 minutes using large

muscle groups to increase the flow of oxygen in the blood and strengthen the heart and lungs.

It should elevate the heart rate by 60% to 80%. Aerobic exercise is

long in duration yet low in intensity.

Nonessential Characteristics

Exercising with such rigor that one is out of breath and cannot speak.

Short burst of activity Working with isolated muscle groups

To increase physical strength

Examples

walking biking jogging

swimming cross-country skiing

aerobic dancing

Nonexamples

racquetball downhill skiing weight lifting

sprinting soccer

football

aerobic exercise

70

KNOWLEDGE RATING Description: The knowledge rating is a prereading strategy designed to evaluate students' prior knowledge of a topic by having them rate how well they know the content vocabulary words. The instructor identifies terms needed to understand the concepts to be learned. This list of vocabulary words is then given to the students to rate how well they know each term. Using this strategy, students are elevated from the lowest level of Bloom's taxonomy, define, to the highest, evaluate.

Step-by-Step 1. Introduce the strategy to students by explaining that this is designed to get them thinking about

the text material to be covered, and that they will rate each term according to how well they know its meaning.

2. Explain the rating scale. 1 = know it well enough to define it, 2 = think I know it, 3 = have heard or seen it, or 4 = no clue.

3. Provide students with the words either on the overhead or on a reproduced sheet.

4. After providing students with the words, pronounce the words so decoding problems are eliminated.

5. Have students rate each word by placing a check in the appropriate column or writing the rating number beside each word.

6. When students complete their ratings, teachers may collect the sheets and tally how many students knew each word. This indicates students' prior knowledge of the topic both individually and collectively as a class.

7. Instead of tallying the sheets, teachers may select to discuss the words with the class, asking them to share their prior knowledge of known terms and make predictions concerning the meaning of unknown terms.

8. This authentic assessment informs the teacher's instruction by indicating how much prereading instruction will be necessary for critical reading as well as identifying words for explicit vocabulary instruction. It also allows the teacher to differentiate instruction based on a student's need.

71

Word

(1) Know it well

enough to define it.

(2)

Think I know it

(3) Have heard it

or Have seen it

(4)

No clue!

Knowledge Rating Chart

72

VOCABULARY SQUARES Description: Vocabulary Squares is a strategy that helps students focus on a word both visually and verbally. It uses prefixes and root words to focus students on words to help them create associations with new and unfamiliar words.

Step-by-Step 1. Students divide a square into four smaller squares. In the top left square the prefix is listed.

2. Under the "prefix" square have students write the dictionary definition of the prefix.

3. In the top right square, list a word which has the prefix, along with the dictionary definition of that word.

4. In the lower right square students draw a picture of the word in the square above.

73

VVOOCCAABBUULLAARRYY SSQQUUAARREESS

Affix Word Example

aannttii

aannttiibbiioottiicc a substance produced by organism

(such as fungi) effective in destroying microorganisms.

aaggaaiinnsstt

DDeeffiinniittiioonn ooff AAffffiixx IIlllluussttrraattiioonn ooff wwoorrdd eexxaammppllee

74

WORD BENCH Description: Word Benches are a way to scaffold student understanding of etymology. It allows students to record unfamiliar terms and process them by analyzing the prefix, root, and suffix of the word to determine its meaning. Students should use word benches until they realize that they have come to understand word parts and can read more fluently as a result of this knowledge.

Step-by-Step 1. Begin by providing students with their own copy of the word benches to keep in their notebook or

learning log. It is also recommended that overhead transparencies be made of the word benches to allow everyone to see how a word can be analyzed to uncover its meaning.

2. Teachers may begin the etymology study by having students follow a simple introductory assignment. For example,

UN- is a prefix

Unprepared means to not be prepared.

Unavailable means to not be available.

What do you think the prefix UN- means? _______________

What other words do you know beginning with UN-?

List them.

3. Using this list of words, teachers and students can “take” the words to the word bench for analysis. Working together, determine the meaning of the words. For example, show students un- on the prefix word bench and proceed to the root and suffix bench. If a word does not fit the pattern, explain that other options, such as consulting the dictionary or using word substitution may be necessary. It is important to remind students that spelling rules apply when combining word parts; for example, atheist is prefix a- with root –theo- and suffix –ist.

4. Students can then begin defining words as necessary. The word bench word space is designed to allow students to write words on 3”X5” index cards.

75

WORD BENCH PREFIXES

a, an (L, not, without)—atypical inter (L, between, among)—interrupt, intervene ab (L, from, away, off)—abscond intra (L, within)—intramural ad (L, to, toward)—advance kilo (G, thousand)—kilometer, kilogram ante (L, before, in front of)—antebellum Mega (G, large, million)—megalopolis, megatrends anti (against, opposite)—antidisestablishmentarianism mid (L, middle)—midtown, mid-century apo (G, separate, around)—apogee mis (L, wrong, bad)—mistake, misinterpret be (L, against, to a great degree)—beset milli (L, thousand)—millipede, millionaire bi (G, two)—biannual Multi (L, many)—multitude, multiple centi (L, one hundred)—century, centennial non (L, not)—noncompliant, non-responsive circum (L, around)—circumvent ob (L, against)—object, obverse co (L, together, with)—cooperate over (L, too much)—overspend, overdo com, con (L, together, with)—committee, convene per (L, through, very)—permeate, perspective contra (L, against)—contradict, contrindicate peri (G, around)—periscope, perimeter de (L, away, from)—decamp, defrock post (L, after)—postdate, post-war deci (L, ten)—decimate, decimal pre (L, before, in order)—preview, predate dia (G, apart,opposite )—diametric, diagonal pro (L, before, forward, in favor of)—prospect, provide dis (L, away, from, not)—discount, disavow re (L, again, back)—revisit, retell en (L, cause to be)—entrance, encase retro (L, again, back)—retroactive, retrograde epi (G, upon, after)—epicenter, epitome sub, sur, sug, sup (L, under, beneath) —substitute, surrogate,

suggest, supplant equi (L, equal)—equality, equipoise Super (L, above, over, in addition)—supervisor, superman extra (L, in addition)—extraordinary, extrasensory syn (G, with)—synonym, synchronize ex (L, out of, former, away)—exclude, exhume trans (L, across, through)—transgress, transport hemi (G, half)—hemisphere, hemidemisemiquaver tri (L, three)—trimester, triangle hyper (G, above, beyond, excessive)—hyperactive, hypertension

ultra (G, excessive, beyond)—ultramarine, ultrasound

hypo (G, under, less than normal)—hypothermia, hypoglycemia

un (L, not, the opposite of)—unnecessary, undone

in,il,im,ir (L, not, in, into, without)—incredible, illogical, immoral, irredeemable

76

WORD BENCH ROOTS I

act (L, to do)—active nat (L, born) —prenatal, innate agri (L, field)—agriculture naut (G, ship, sailor)—nautical, astronaut anthropo (L, man)—anthropology, philanthropist neo (G, new)—neonatal, neon aqua (L, water)—aquarium nym (G, name) —synonym astra (G, star)—astronaut omni (L, all)—omnipotent, omniscient astro (G, star)—astronomy ortho (G, straight)—orthodontist, orthography auto (G, self)—automobile, automatic ped (L, foot)—pedestrian, pedal bene (L, good)—beneficial photo (G, light) —photosynthesis biblio (G, book)—bibliography phys (G, nature) —physical bio (G, life)—biology, biography poly (G, many)—polygamy, polymorphous cap (L, head) —captain, capitol porto (L, to carry)—transportation, porter ced, cede, ceed (L, to go or yield)—antecedent, secede, proceed puls, pel (L, to drive)—pulsate, compel cess, (L, to go or yield) —process quir, ques (L, to ask or say)—question, inquire chronos (G, time)—chronological, chronometer rect (L, straight, right) —correct, rectangle crat (L, rule) —democrat rupt (L, to break)—interrupt, rupture cycl (G, circle) —bicycle sci (L, to know)—science, omniscient demo (G, people)—democracy scop (L, to see)—telescope, microscope dent, dont (L, tooth)—dental scrib, script (L, to write)—transcribe, inscription duco (L, to lead)—deductive, aquaduct sect (L, to cut)—section, transsect ferro (L, to bring, carry)—transfer, ferry sens (L, to perceive, to feel)—sensitive, sensory fin (L, end)—final, finish sign (L, mark) —signature gen, gene (L, race, family)—genealogy, gene sist (L, to stand)—insist, consist geo (G, earth)—geography, geology spec (L, to see)—spectacle, spectator gon (G, angle) —polygon spir (L, to breathe)—inspire, respiration graph, gram (G, to write)—graphology, telegram struct (L, to build)—construct, structure grat, grac (L, pleasing)—gracious, gratitude syn, sym (G, with, together)—synonym, sympathy homo (L, human being)—homogenous, Homo sapiens tech (G, skill)—technology, technician hydra (G, water)—hydrant, hydrophobia tele (G, far)—telecast, telephone jecto (L, to throw)—interject, trajectory ten, tain (L, to hold or contain)—contain, tent jud, jus (L, law) —judge, justice tend, tens (L, to stretch)—tension, contend juncto (L, to join)—junction, conjunction terr (L, land) —terrain legis (L, law)—legislature, legitimate therm (G, heat)—thermal, thermometer liber (L, free) —liberty tract (L, to pull)—tractor, intractable loc (L, place) —location trud, trus (L, push) —intrude logos (G, word, study, speech)—biology, chronology turb (L, trouble, confusion) —disturb, turbulent mal (L, evil)—malediction, malignant uni (G, one)—universe, uniform mech (G, machine) —mechanic urb (L, city) —urban, suburban meter, metr (G, measure)—metronome, meter vac (L, empty) —vacant micro (G, small)—microphone, microbiology var (L, different) —variety min (L, small) —minute vit, viv (L, live) —vital, survive mit, mis (L, send)—transmit, mission vol (L, wish) —volunteer mono (L, one)—monotous, monocle vor (L, eat) —carnivore mob, mov, mot (L, to move)—mobility, movable, motion

77

WORD BENCH ROOTS II

acri (L, bitter, sharp)—acrid opt (G, eye)—optic, optician aero (G, air)—aerodynamics opt (L, best)—optimist, optimal alto (L, high)—altitude, altimeter pac, pax (L, peace)—pacifist, pacify ami (L, love)—amiable pan (G, all)—pantheon, pan-American amicus (L, friend)—amicable pater, patri (L, father)—paternity, patricide amo (L, to love)—amatory pathos (G, feeling)—pathetic, pathology annu, enni (L, year)—annual, centennial pel (L, drive)—repel arch (G, chief)—archbishop pens, pend (L, to hang)—suspense, pendant aud (L, to hear—auditorium phil (G, love)—bibliophile, philanthropic bellus (L, war)—bellicose phob (G, fear)—phobia, acrophobia capto (L, to take or seize)—capture phon (G, voice, sound)—telephone, phonics cide (L, to kill)—homicide, suicide plac (L, to calm)—placate, placid cite (L, to call)—incite, recite plic (L, to fold)—pliable, explicate cogno (L, to know, recognize)—recognize, cognizant pod (G, foot)—podiatrist, tripod cred, creed (L, believe)—incredible, creed polis (G, city)—politician, metropolis dicto (L, speak)—diction, contradict pos, pon (L, to put or place)—transpose, position facio (L, to do or to make)—manufacture, factory prim (L, first, basic)—primary, primal fid (L, trust)—fidelity, infidel psycho (G, mind)—psychotic, psychiatrist flu (L, flow)—fluctuate, fluent pug (L, fist)—pugilist, pugnacious formo (L, shape)—form, perform son (L, sound)—sonar frago (L, break)—fragment, fragile soph (G, wise)—sophomore frater (L, brother)—fraternity, fraternize soror (L, sister)—sorority fus (L, to pour, melt)—effusive, defuse sta, stat (L, to stay)—stationary, status greg (L, flock, herd)—gregarious, egregious string, strict (L, to bind or tighten)—stringent, constrict luc, lumen (L, light)—lucid, illuminate tex (L, weave)—textile macro (G, large)—macrobiotics theo (G, god)—theology, atheist magn (L, great, large)—magnificent, magnate vad, vas (L, to go)—evade, vascular mand (L, order) —demand ven, vent (L, to come)—convene, adventure manus (L, hand)—manuscript, manual ver (L, truth)—veracity mar (L, sea) —marine, marina vert (L, to turn)—convert, reverse mater (L, mother)—maternal, alma mater vict, vine(L, conquer)—victory mem (L, mindful) —memory vid, vis (L, to see)—visual, video morph (G, form)—morpheme, amorphous (Mighty Morphin Rangers) voc (L, to call)—vocal, vocation mort (L, dead)—mortal, mortician volv (L, to roll or turn)—revolve, involve nova (L, new)—novel, innovation zoo (G, animal)—zoo, zoology

78

WORD BENCH SUFFIXES

Noun Suffixes -scope—instrument for observing -acy, acity—having the quality of -tion—quality, state, or condition -ance—quality, state, or condition -trix—one who, doer, agent -ant, ac—one who -tude—state or quality of -archy—government -ure—action or process -ard, art—one who does something to excess -aster—inferiority or fraudulence -ate—state or quality of -ation—quality, state, or condition Adjective Suffixes -ation—action or process of -able, ible—worthy of or inclined to, able to -bility—state or quality of being -aceous—pertaining to -chrome—pigment or color -al—relating to -cide—act of killing -ative—pertaining to -crat—ruler -cle—small -dom—quality, state, or condition -escent—becoming -er, eer—one who, doer, agent -est—most -ery—quality, state, or condition -ferous—bearing, producing -gram—item written or drawn -fic—making, causing, creating -graphy—something written about a specific science or field -fold—multiplied by -hood—state or quality of -form—having the form of -ice—act of, time of -ful—full of, having the quality of -ics—science or art of -genous—generating or producing -ier— one who, doer, agent -ic—characteristic of, relating to -ion—quality, state, or condition -ish—pertaining to -ism—quality, state, or condition -ive—pertaining to -ist— one who, doer, agent -itious—pertaining to -it is—inflammation -ive—inclined to -latry—worship of -less—lacking, without -ment—quality, state, or condition -most—most -meter—measuring device -ous, ose—possessing, full of -metry—process of measuring -wise, ward—manner, direction, position -mony—quality, state, or condition Verb Suffixes -ness—state, condition, quality -ate—to create -nomy—study or science of -ed—forms the past tense of a verb -ology, logy—science, study of, theory -en—to make; refers to a past completed action -or— one who, doer, agent -ify—to make -orium—place where -ing—a progressive or continuous action -ory—place where -ize—to make -phobia—fear Adverb Suffixes -phore—bearer or producer -ly—in the manner of

79

WORD SORTS Description: When students participate in a Word Sort, they are classifying words into categories based on their prior knowledge and experience. Derived from Taba’s (1967) List-Group-Label strategies, word sorts operate on the assumption that by sorting words into categories, students learn to organize and remember vocabulary and concepts. Word Sorts are identified as open or closed. In a Closed Word Sort, the categories are labeled. Closed sorts tend to be easier for students since all of the words must fit under one of the selected categories. In an Open Sort, students determine the categories through analysis of word characteristics and word meaning. Some of the words in an Open Sort may be used for category heading, or students may select their own headings. Step-by-Step 1. Select 15-20 vocabulary words important to the lesson including both familiar & unfamiliar

words.

2. Words are placed on note cards for students to organize into categories, or words are posted with students sorting them on paper.

3. Students may work individually at first and then groups of 3-5 students, or they may be grouped for the entire activity.

4. For a Closed Word Sort, provide students with the categories. For an Open Word Sort, have students read the words and organize them into categories that make sense to them. Students need to be able to defend their classifications.

5. Provide students approximately 10 to 15 minutes to complete the sort. Invite students to share their classifications and explain their thinking.

Extensions

• Sorts can be used before reading to activate prior knowledge and establish a purpose for reading.

• Sorts can be used as an after-reading activity to synthesize and analyze learning.

• Use sorts before, during, and after reading to allow constant crosschecking of words to enhance metacognition.

• When using word sorts before and after reading, allow students to reclassify their words. This also enhances metacognition.

• Have students share their reflections.

Were their initial classifications correct?

Did they make changes?

Why did they make changes?

• Number sorts

80

WORD WALL

Description: Word Wall provides students with a daily, easily accessible reminder of the importance of developing their vocabulary. At the same time, it gives the teacher a ready sources for ongoing activities with students for extending and practicing their words. A word Wall may be done in many ways, however, having an organized wall is probably most appropriate. The steps below may be modified to fit the specific situation.

Step-by-Step 1. Select an organizational strategy for your Word Wall. Possible strategies might include; Content

area, Parts of Speech, or Flag Words.

2. Introduce the idea of the Word Wall to the students and have them begin “collecting words” to be included on the wall.

3. When a student adds a word to the wall, discuss it with the class, put it in context, and discuss how it is used.

4. Words can be printed on index cards, sentence strips, or pieces of construction paper. They can be color coded (green = verb), arranged in webs, moved about, used as the teacher sees fit.

Extensions

• Encourage students to refer to the Word Wall when writing.

• Students can select words from the wall for vocabulary games.

• Offer small incentives to students (bonus points) for adding a word to the wall.

For Further Support: Allen, Janet. Words, Words, Words, pp. 70-71 Word Walls

81

VOCABULARY ACTIVITIES

82

ROOT WORD JEOPARDY

Description: Root Word Jeopardy is an activity to review base/root words. Students apply the meaning of the roots of words to identify new words. The object is to correctly guess a word using the definition plus the root meaning using a format similar to the game "Jeopardy".

Step-by-Step 1. Using a grid, (25 squares) identify various Latin or Greek roots of words across the top of the

grid. At the top of each square give a "value", 100 in the first square, 200 in the one below it and so on until 500 is in the bottom square.

2. In the boxes below the root words, write definitions of words using the roots at the top of the row. Words and definitions grow increasingly difficult as students move down the gird from values of 100 to 500.

3. This "game" can be played by giving a copy to each student, or in pairs or on teams.

Extension: This game can also be played by using the overhead, with post-it notes over the definitions. It can also be done by using a laminated poster board and dry erase makers, with the definitions being covered by post it notes until the value is called by the player.

83

ROOT WORD JEOPARDY

fer (carry)

pos (put, place)

vert (turn)

plic/plex/ply/pli (to fold)

tract/trace (draw, pull)

100 to move from

one place to another

100 throw away

or out

100 change CO2 into sugar

100 tools for holding, bending or cutting

100 formal agreement

to purchase a car or house

200 disagree

200 a plan offered

for consideration

200 call attention

to a product for sale

200 a mathematical

operation that increases

200 draw attention

away from something, divert

300 more desirable

300 the way a person holds or carries his/her body

300 centers on his/her own thoughts and

feelings

300 confuse,

bewilder, puzzle

300 The patient,

immobile, was in _____.

400

consult together 400

a film negative/reveal

or uncover something

400 argument, debate

between sides with opposing views

400 a sentence with a main clause

and one or more subordinate clauses

400 able to be copied by following the

letters or lines

500 process of concluding

from evidence

500 reverse or change

the order of

500 varied uses

or functions

500 capable of being

appropriate

500 shorten a word

by the omission of a sound or letter

84

KEY - ROOT WORD JEOPARDY Conduct this activity based on the TV version.

fer

(carry) pos

(put, place) vert

(turn) plic/plex/ply/pli

(to fold) tract/trace

(draw, pull)

transfer

disposal

convert

pliers

contract

differ

proposal

advertisement

multiplication

distract

preference

posture

introvert

complication

traction

confer

exposure

controversy

complex

traceable

Inference

Transpose

versatile

applicable

contraction

85

ROOT WORD JEOPARDY

100

100

100

100

100

200

200

200

200

200

300

300

300

300

300

400

400

400

400

400

500

500

500

500

500

86

WWOORRDD WWRRAAPPSS Description: The Word Wrap is an organizer that allows students to compile information in a concise way to aid in self-study. Uses for the Word Wraps include:

• vocabulary with definitions • nations and capitals • artists and their work • composers and their compositions

Step-by-Step 1. Start with an 8 1/2 x 11 sheet of paper. Fold it into three sections as you would fold a business letter. 2. With the shorter side of the rectangle at the top, fold in half three times. Open up the paper. 3. Cut the left and right flaps on the horizontal fold from the edge to the vertical fold of the paper. Do not cut the fold 4. Write the word on the left flap. Write the definition on the right flap. Write a formula, draw a picture, or give an example on the inside.

1. 2. 3.

Lois Coles, Curriculum Specialist, Williamson County Schools

87

MAGIC SQUARES

Description: Magic Squares is a vocabulary building activity in which students match a word or content term with the definition. It provides a challenging yet fun way for students to think about word definitions. It provides a challenging yet fun way for students to think about word definitions as they solve a simple math puzzle based on a particular number combination. It is self-checking in that when students add up the rows and columns and get the same number each time they have answered correctly. If not, they should go back to the terms and definitions to reconsider their answers.

Step by Step 1. Develop an activity sheet containing definitions, terms, and a magic square.

2. Direct the students to read the definitions and match them with the appropriate term by placing the definition number in the square.

3. Then add the numbers across the rows and down the columns to discover the magic number.

4. If the answers are correct, they will complete a Magic Square in which the numerical total will be the same for each row and each column.

Note: The magic numbers of 15, 18, 21, 24 and 26 work well.

Model of Magic Squares Combinations

9

7

5

10

8

6

7

11

8

7

3

5

1

8

12

2

9

13

10

12

4

2

4

9

11

6

4

12

7

5

9

3

14

6

8

1

21 24 26 15

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MAGIC SQUARES

A. Land made of silt left behind as a river drains into a larger body of water.

B. a mound, hill or ridge of sand heaped up by the wind

C. a narrow strip of land that connects two larger bodies of water

D. a smaller river that flows into a larger river

E. a place where ships load and unload their ships

F. a sheltered place where ships load and load their ships

G. a narrow waterway that connects two larger bodies of water

H. A natural or artificial lake used to store water

I. part of an ocean or lake that extends deeply into the land

J. A body of land nearly surrounded by water

K. An area of elevated flat land

Content Terms (Answers)

1. mountain

2. dune

3. bay

4. tributary

5. strait

6. port

7. strait

8. harbor

9. delta

10. reservoir

A (9)

B (2)

C (7)

D (4)

E (6)

F (8)

G (5)

H (10)

I (3)

18

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VOCABULARY QUILT

Description: A Vocabulary Quilt is a very versatile tool for teachers to use in the classroom. It can be used for any subject area, as well as in any grade level. Teachers can use a Vocabulary Quilt to post spelling or vocabulary words in the room, or students can maintain their own copies kept at their desks.

Step by Step 1. Create a grid with 25 squares.

2. Program the squares with the letters of the alphabet (X & Y can be in the same square).

3. Generally the focus of the vocabulary quilt is determined by the unit of study.

4. While reading the text, find key words that begin with each letter of the alphabet. Insert each word in the appropriate quilt square.

5. The Vocabulary Quilt can be used for any length of time, weekly, monthly or per unit of study.

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A B C D

E F G H

I J K L

M N O P

Q R S T

U V W X, Y, Z

VVOOCCAABBUULLAARRYY QQUUIILLTT

91

SSUUPPPPOORRTTIINNGG SSTTRRAATTEEGGIIEESS

FFOORR TTEEAACCHHEERR

UUSSEE

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ANTICIPATION GUIDES

Description: Anticipation Guides prepare students to read by activating their prior knowledge and asking them what they think about certain ideas. The strategy inspires lively discussions that not only prepare students to read but allows them to see how their ideas and beliefs compare with those of their classmates, the author, and society at large. Anticipation Guides may also be used to prepare students with limited prior knowledge to read texts. They challenge students’ preconceived notions about a subject; understanding of that subject.

Before creating an anticipation guide, decide whether you want students to identify, evaluate or determine.

Step-by-Step 1. Select a major concept or topic from the up-coming reading selection. Create five to seven

statements related to the topic. Statements should challenge or support students’ preconceived ideas related to the topic in the materials to be read.

2. Give a copy of the statements to each student. NOTE: The statements can be created in two ways. One way is to place a blank line in front of the statement, allowing the student to check only those he/she agrees with. The second way is to have “agree” and “disagree” blanks in front of each statement.

3. Direct students to complete the anticipation guide prior to reading the selection. Let students discuss the statements and why they responded as they did.

4. Have students read the selection upon which the statements are based.

5. After reading allow students to review their responses and discuss whether or not their ideas have changed as a result of the reading.

6. Lead students into an understanding that it is common for their ideas to change after reading and discussing the selection.

Extensions Consider the following possible response options:

• Strongly Disagree…Strongly Agree (with statements)

• Likely…Unlikely or Certain…Impossible (probability as it relates to an event or person)

• True…False or Agree…Disagree

• Check the names of all to whom this would apply (when evaluating a range of people, countries, or organizations according to certain criteria).

When constructing statements for the anticipation guide, have some that are not implicitly stated. This can lead to a later discussion of answers that were found on the lines, between the lines, and beyond the lines.

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AANNTTIICCIIPPAATTIIOONN GGUUIIDDEESS Math

Multiplying Fractions

Agree

Disagree

1.

When multiplying fractions, the first step is reducing them to their lowest terms.

2.

When multiplying fractions, invert the second number and multiply.

3.

After multiplying fractions, reduce the product to lowest term or mixed numeral.

4.

When multiplying a fraction by a whole number, the denominator of the whole number is always one.

5.

The product of two proper fractions is always more than one.

6.

Before multiplying two fractions, you must find the lowest common denominator.

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RECIPROCAL TEACHING

Description: Reciprocal Teaching allows students to work together and “teach” each other as they assume responsibility for the discussion. When using this strategy, teachers’ model the use of four comprehension activities – generating questions, summarizing, predicting, and clarifying – while leading a dialogue. Students then assume the role of teacher. A key to the effectiveness of reciprocal teaching is the adjustment of the task as students experience difficulty. As difficulties occur the teacher provides assistance by discussing the task (i.e. read and think aloud). The teacher slowly withdraws support as the lesson progresses enabling the students to continue on their own. Step-by-Step 1. Explain to students the concept of reciprocal teaching-that we learn best what we have to teach

others. 2. Create appropriate questions related to the text. 3. Follow steps of DR-TA. 4. Gradually decrease teacher support allowing students to increase their participation. Ask for

“teacher” volunteers to lead subsequent discussions. 5. Monitor and refocus the instruction as needed. Extensions

• Use discussion, quizzes, and observation to determine if material is understood. Observation should include monitoring the involvement of individual students and their responses. Use this to determine students’ levels of comprehension.

• Use the jigsaw strategy and have groups use reciprocal teaching to share information.

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GUIDED READING (Fountas & Pinnell, 1996)

Description: The purpose of Guided Reading is to provide a framework or scaffold in which students are given assistance in order to read a selection successfully. Students’ reading is guided and reguided until they can successfully guide themselves.

Step-by-Step 1. Students preview text and identify unfamiliar words.

2. The class discusses strategies that can be used to make meaning from the text.

3. Students will then decide which strategies will best support their personal reading.

4. Teachers are the facilitators as students connect their personal knowledge and reading strategies to the words in the text.

5. Teachers regroup students for small group instruction. In mathematics, students who are struggling with integers are grouped for specialized instruction to achieve mastery. In science as students struggle with the concept of osmosis, the teacher provides them with group instruction using a different print or non-print text.

6. Whole group and individual students share how they used strategies, reflect on success and contemplate pitfalls.

7. Finally, students return for whole group instruction for final reflections and evaluations.

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GUIDED READING PROCEDURE (GRP) (Manzo, 1975)

Description: The Guided Reading Procedure (GRP) emphasizes close and focused reading of a text. It requires students to gather information and organize it around important ideas. It requires accuracy as students reconstruct the author’s message. With a strong factual base, students work from a common and clear frame of reference. They are in a position to elaborate thoughtfully on the text and its implications. The GRP is a highly structured activity, and should be used sparingly as a training strategy – perhaps once a week at most. It is used to emphasize the importance of rereading text.

Step-by-Step 1. Prepare students for reading by clarifying key concepts. Determine what students know and don’t

know about the topic or concept to build appropriate background. Establish a purpose for the reading.

2. Assign a reading selection of 1,000 to 2,000 words or approximately 10 minutes. Give this direction to focus on reading behavior, “Read to remember all you can.”

3. Instruct students to turn their books face down when they complete the reading. Ask them to share what they remember in the order it was presented. Record it on the chalkboard/overhead.

4. Encourage students to recognize the items they have failed to remember or recall accurately. Simply, there are implicit inconsistencies that need correction and further information must be considered. Two important questions to ask now are. . . .

• What information is missing that might be important?

• What facts are confused, unclear, or mixed up and need to be rearranged or reorganized?

This reinforces the importance of selective rereading and rehearsal because of the limitations imposed by short-term memory.

5. Redirect students to the reading and review the selection to correct inconsistencies and add further information.

6. Organize the recorded details into some kind of outline. Ask guiding, non-specific questions to facilitate the process . . . .

• What were the important ideas?

• Which came first?

• What facts on the board/overhead support it?

• What important point was brought up next?

• What details followed?

7. Extend questioning to stimulate an analysis of the material and a synthesis of the ideas with previous learning.

8. Provide immediate feedback, such as a short quiz, as a reinforcement of short-term memory.

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INTERACTIVE READING GUIDES

Description: The Interactive Reading Guide assists students in the productive reading of text materials. Interactive Reading Guide, a variation of the study guide, involves students in working with partners or small groups to find the essential ideas in their reading. Identifying the essential ideas, however, is a difficult task for many students. They are confused by the large amount of information they encounter in textbooks and find it difficult to differentiate key ideas from supporting details. Students benefit from a few clues to direct them through the text. Interactive Reading Guides proved these clues allowed students to learn from text that may be too difficult for independent reading.

Step-by-Step 1. Preview student reading selection determining major information to be learned and to locate

possible problems for understanding. Be especially aware of difficulties struggling readers might have with the material.

2. Notice text features that students might overlook such as pictures, charts, and graphs.

3. Determine any communication gap between text and student.

• Does the author assume knowledge that some students may lack?

• Does the author introduce ideas and vocabulary without sufficient explanation or examples?

• Does the author use language or sentence styles that may be difficult for some students?

4. Construct an Interactive Reading Guide for students to complete with partners or in small groups. Design the guide to help students decide where to focus their attention during reading and to support their learning when the text might prove too challenging. Pose questions that compel students to think and reflect about the concepts, to make meaningful connections and draw conclusions. This will motivate students to problem-solve with one another in order to ascertain appropriate responses.

5. Chunk the text. Identify how the reading should be done. Some passages may be read silently while others are read aloud. Some passages may be identified for close reading or for skimming.

6. As students read, they are interacting with the text because they are being prompted by the Interactive Study Guide. Guides serve as organized notes for discussions and follow-up activities and also make excellent review for exams.

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INTERACTIVE READING GUIDES EXAMPLES

Section A: The Trouble With Widgets 1. Class: Listen and follow along as I read this passage to you. Based

on what you remember, respond to these questions. If you need to, you can locate them in the article.

• Where is this problem occurring?

• What is the problem?

• List four factors contributing to the problem.

Section B: Early Widgets 1. Partners: Read paragraph one silently and decide on an answer to the following

question.

• How were early widgets used?

2. Partner 1: Read paragraph two aloud.

Partner 2: Listen and decide how to answer the following questions:

• Were early widgets seen as a good thing?

• Why or why not?

3. Partner 2: Read paragraph three aloud.

Partner 1: Listen and decide how to answer the following questions:

• Did the public want more widgets?

• What clues in the text help you figure this out?

4. Partners: Read paragraph 3, 4, and 5 . . . While the formation of an Interactive Study Guide may take time, consider the student benefits.

• Students are conditioned to read materials at different rates for various purposes, reading some sections carefully and skimming others.

• Students use partners as resources for tackling reading selections and discussing the content while they read.

• Struggling readers are especially supported by Interactive Reading Guides.

Extensions

Students create the guides for each other.

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JIGSAW

Description: The Jigsaw strategy involves students reading different selections and sharing the information from that reading with a group or whole class. The reading assignment can be divided among group members to allow some students to receive more challenging text. A Jigsaw may focus students in one of three main ways.

1. Students jigsaw to read different sections of a textbook chapter, different short stories following a similar theme, or stories by the same author.

2. Students might jigsaw around a certain topic of research using multiple text to gather information. Some examples include health issues of obesity, problems involving the environment, causes of World War I or how to determine the amount of tile needed to cover a floor.

3. Students jigsaw to research independently within a group. Each group would be responsible for one area of study within a generalized topic.

Step-by-Step 1. Determine the text to be used, either a textbook chapter or identify a range of materials related to

specific topics addressed in a lesson. Consider the skill level of students to determine appropriate text difficulty and interest level.

2. Organize students into cooperative groups, assigning each group their reading selection.

3. Students read selections independently. Encourage students to make notes on the text or use sticky notes to interact with the text.

4. Upon completing the selections, students who read the same text are grouped together to discuss the contents, concepts, information and to share their notes. Students will then share a summary of all the information gathered. They might summarize key points, design a concept map, use a graphic organizer, or highlight a set of notes. Teachers may collect these and copy them for the class, giving each student his/her own personal set.

5. Students return to their original groups and each member shares his/her information from the assigned selection. The rest of the group is responsible for learning each section. When each member has presented, the entire reading selection has been covered.

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VISUAL TO PRINT

Description: Content area text is complicated because it requires that students possess some level of background knowledge. Without this knowledge, students lack the scaffold necessary to drive meaning from text. Also, many readers struggle to make sense of abstractions encountered in content texts. Typically, the more difficult the text, the more abstract the concepts encountered to challenge readers. Through the use of visuals, especially photography, art, graphics, and video, teachers can eliminate abstractions and provide a scaffold to move students through text.

Note: This is a strategy that can be used anytime students are reading; therefore, it does not have a step-by-step process. Observations of teachers who use this strategy reveal its benefits. Once, while reading Of Mice and Men, students could not visualize nor understand what a Cupie doll was. The teacher displayed a picture of such a doll. In math, students were experiencing difficulties understanding fractions. The teacher used pie graphs from magazines to assist student comprehension.

• Use visuals /videos to help students make the abstract more concrete. This can help students quickly focus on concepts to develop understandings that will help them prepare to read or better understand what they just read.

• Use visuals/videos in the written text whenever possible. For example, while reading Romeo and Juliet, use scenes from various film versions or pair slave narratives with scenes from Roots or drawings of the auction block. Consider using documentaries and graphics with math and science concepts.

• Use visuals/videos to do what print cannot. When reading a play or historical piece, use video versions of the same scene or a historical depiction so that students can see and study various interpretations of the text.

• Use visuals/videos before reading if the material is unfamiliar or abstract. Depending on the topic, students can activate prior knowledge by discussing visuals or viewing a well-chosen video clip.

• Use visuals/videos while reading to provide students with a wider range of understanding and to increase reader engagement (i.e. Discovery Channel, History Channel).

• Use visual/videos after reading to supplement the reading with additional information or the same information in a different medium.

• Use visuals/videos as a way to provide an alternative version of the text against which to compare the printed text.

• Treat visuals/videos as a text where students utilize the same strategies and skills to derive meaning. Many strategies including graphic organizers lend themselves to the “reading” of non-print text.

• Have students create their own visuals to support text.

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BIBLIOGRAPHY Allen, Janet. Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12

Allen, Janet. On the Same Page: Shared Reading Beyond the Primary Grades

Allen, Janet. Words, Words, Words: Teaching Vocabulary in Grades 4-12 Baines, Lawrence and Anthony J. Kunkel, Editors. Going Bohemian, Activities That Engage Adolescents in the Art of Writing Well

Baltas, Joyce Graham and Denise Nessel. Easy Strategies and Lessons That Build Content Area Reading Skills

Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics: A Supplement to Teaching Reading in the Content Areas (2nd Edition)

Barton, Mary Lee and Deborah L. Jordan. Teaching Reading in Science: A Supplement to Teaching Reading in the Content Areas (2nd Edition)

Beers, Kylene. When Kids Can’t Read What Teachers Can Do

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? McREL/ASCD (2nd Edition)

Bromley, Karen, Linda Irwin DeVitis, and Marcia Modlo . 50 Graphic Organizers for Reading, Writing, and More

Bromley, Karen. Stretching Students’ Vocabulary, Best Practices for Building the Rich Vocabulary Students Need to Achieve Reading, Writing, and the Content Area

Buehl, Doug. Classroom Strategies for Interactive Learning (2nd Edition)

Burke, Jim. Illuminating Texts: How to Teach Students to Read the World

Burke, Jim. Reading Reminders: Tools, Tips, and Techniques

Burke, Jim. Tools for Thought, Graphic Organizers for Your Classroom

Goudvis, Anne, and Stephanie Harvey. Strategies That Work: Teaching Comprehension to Enhance Understanding

Johns, Jerry L. and Susan Davis Lenski. Improving Reading: Strategies and Resources (3rd Edition)

Johns, Jerry L. and Roberta L. Berglund. Fluency: Answers, Questions Evidence-Based Strategies

Johns, Jerry L. and Roberta L. Berglund. Strategies for Content Area Learning

Lenski, Susan Davis, Mary Ann Wham, and Jerry L. Johns. Reading and Learning Strategies for Middle & High School Students

Moore, David, et. al. Developing Readers and Writers in the Content Areas K-12

Readence, John E., Thomas W. Bean, R. Scott Baldwin. Content Area Literacy: An Integrated Approach

Readence, John E., David W. Moore, and Robert J. Rickelman. Prereading Activities for Content Area Reading and Language (3rd Edition)

Richardson, Judy S. and Raymond F. Morgan. Reading to Learn in the Content Areas (4th Edition)

Robb, Laura. Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave Comprehension Strategies Into Your Content Area Teaching

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Simmons, John S. and Lawrence Baines, Editors. Language Study in the Middle School, High School, and Beyond: Views on Enhancing the Study of Language

Stephens, Elaine C. and Jean E. Brown. A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas

Trelease, Jim. The Read-Aloud Handbook

Vacca, Richard T. and JoAnne L. Vacca. Content Area Reading: Literacy and Learning Across the Curriculum (7th Edition)

Wood, Karen D. Literacy Strategies Across the Subject Areas, Process-Oriented Blackline Masters for the K-12 Classroom

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************************************************************************************************************************** For further reading on “Why Teach Strategies”

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? McREL/ASCD (second edition)

Section 1: “Three Interactive Elements of Reading” p. 1

Section 2: “Strategic Processing” p. 41

Section 3: “Strategic Teaching” p. 57

Educational Research Service (ERS). Helping Middle and Highs School Readers: Teaching and Learning Strategies Across the Curriculum.

Tovani, Cris. I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers. “What’s the Plan”, Chapter 9 p. 107- p. 111

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